一、教材分析
本次说课我所使用的教材是新标准英语三年级起始,小学三年级第二册Module6 Activities Unit 2 What does she do at the weekend?本套教材非常注重学生语言应用能力的培养,从学生的角度来讲,基础教育最主要的任务是要学会学习,开发自主学习能力,培养创新能力。本教材在整体构思、内容安排、活动设计和教学方法都采用了与学生紧密联系的生活实际,真正体现了语言的交际功能,同时,它把知识和技能目标融会在了完成任务的过程之中,从而体现出了英语新课标提出的把话题---功能---结构---任务结合起来的总思路,为培养学生运用英语进行交流打下良好的基础。
二、教学对象分析
三年级的学生已经有两年多的英语学习经验,有一定的语言积累,能够在教师的引导下进行语言运用,也渴望学习更多,因此在教学中尽量创设情景,尽量利用实物,图片及课件等直观教具进行教学, 采用多种教学手段交替使用, 激发学生求知欲望,给敢于开口表现的学生以肯定及鼓励,增强他们开口说英语的信心.
三、教学目标分析
根据《小学英语新课程标准》,三年级要达到一级教学目标:(1)能听懂简单指令做动作.(2)能模仿录音,与人进行简单的交流;(3)能说,唱英语歌谣,并进行角色扮演;(4)能看图识字,正确书写字母,单词.(5)每学年视听时间不少于10小时.对照这些目标,结合本课教材,本单元的教学目标和学习目标为:
教学目标:
(1).能听说读写单词: today music Art PE .
(2).能灵活运用举行进行对话:
What does Lingling have at school today?
—She has music, Art and PE.
What does she do at the weekend?
—She plays basketball.
3.会唱本课的歌曲以及会写字母: L l M m N n.
教学能力目标: 能流利认读字母 Ll M m Nn 和规范的书写。
2、技能目标:
(1)掌握并能运用所学知识在实际学习生活活中交流,运用.
(2)能够听、说、读、写本课的新单词。
(3)通过模仿课文录音进一步教养学生的英语语感.
3、情感目标:
在学习中培养学生持续的英语学习兴趣,培养学生对所学的话题感兴趣,乐于参与讨论.为他们的终身学习和发展打下良好的基础.
4、教学重难点:
教学难点:
(1) 能流利的听说读写单词: today Music Art PE .
(2)能灵活运用句型对话:
What does Lingling have at school ?
—She has Music, Art and PE.
What does she do at the weekend ?
—She plays basketball .
(3)正确书写字母: L l M m N n
5、教学方法分析:
教法: 任务型教学为主,倡导体验、实践、合作、交流等以学生为主体的教学方法。通过简笔画,CAI辅助教学,创设一系列情景,让学生在具体的情景中学习新单词,新句型,然后再运用于语言交流,使整个教学源于生活,又用于生活,创设了真实的生活场景,使学生学有所用,体验成功的喜悦.具体采用以下几种方法:1,情景教学法;2,全身反应法(TPR);3,任务型教学法;4,交际法;5,游戏法;6,多媒体教学法.
6.教学准备:
多媒体课件,单词卡片,四线三格磁铁条、小印章
第一课时
说教学过程:
1. 组织活动(Greeting and warmer)
T: OK, class , what are we doing ?
Ss: We’re having an English class .
T: Do you want to know what we are going to learn ?
Ss: Yes .
T: We are going to learn module 6 , unit 2 <<what does she do at the weekend ? >> . I hope everyone can be active in class .
First , Let’s sing an Engilsh song ( sing the A B C song 调动学生的积极性) 。
T: OK , class , you did a good job . Please give yourself a big hand .
2. 复习上一节课学过的单词。
T: What do you have at school ?
Ss: I have Music , Art and PE .
T: What does she have at the school ?
引导学生说:
She has Music Art and PE .
板书句子,以及教读句子。(全班读 , 小组读,个人读)
T:OK now , all the student read these sentences together . .. very good .
T: First group read the new sentences. The second , the third , the fouth…
T: Who want to read the new sentence ? 自愿.
3. 呈现新知识。
1).①教师出示 Ling Ling 的图片边说:“
I gong swimming at the weekend .
How about Lingling ?
What does she do at the weekend ? ”
引导学生回答:“ She _____ at the weekend .”
如果学生有困难,可以使用句型:Does she play football at the weekend ? 帮助学生回答 : —Yes , she does . —No, she doesn’t
同时引导学生使用完整句子回答: She plays football at the weekend .
然后学生两人一组进行回答,操练句型。
②.教师把挂图贴在黑板上,听录音机,跟读句子,跟读课文。听一遍时老师提出一些问题: What does Lingling have at school today ?
What does she do at the weekend ?
请学生带着问题听录音,并且跟读。第三遍时,请同学边看边读画出新单词,试着找答案,最后让学生分角色表演课文。
2).歌曲练习
① 先熟悉歌词的曲调,教师教读歌词。
② 教师教唱,学生跟唱。
③ 待学生熟悉后请学生边表演边唱。(全班唱,小组唱,个人唱)。
3) . 字母 L l M m N n
① 请学生认读,然后教师领读,注意纠正学生发音。板书这些字母。
② 板书这些字母的大小写时,在该字母的每一个笔画旁边画上相应的箭头,并标上序号吗,说明该字母的笔顺。提醒学生数学时注意正确的笔顺。
③字母与单词向结合,变成歌谣:“ L is for lion . M is for monkey . N is for noodles .
④ 再请学生进行单词的扩展练习,比比谁扩展的单词做多。
4. 巩固
T: Who can tell me what day is it today ?
Ss: It’s Friday .
T: What day is after Friday ?
Ss: It’s Saturday and Sunday .
T: Oh , weekend is coming . What do you want to do on weekends ?
S1: I watch TV .
S2: I play basketball .
S3: I play the computer .
S4: I do my homework .
T: How wonderful your weekends ! What does Ling ling do at the weekend ?
Ss: She plays basketball / goes swimming / watches TV and sleeps .
5. 小结
1). All the student read the new sentence : “ What does Lingling have at school today ? —She has Music Art and PE . What does she do at the weekend ? —She plays basketball .”
2) . All the student sing the new song .
3) . Read the L l M m N n
6. 作业
1)字母 L l M m N n 每个字母大小写各写2 遍,家长签字。
2)唱本节课所学的歌曲给父母听。